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Introduction: Clumsiness has been described as a symptom associated with neck pain and injury. However, the actuality of this symptom in clinical practice is unclear. The aim of this investigation was to collect definitions and frequency of reports of clumsiness in clinical studies of neck pain/injury, identify objective measures of clumsiness and investigate the association between the neck and objective measures of clumsiness. Methods: Six electronic databases were systematically searched, records identified and assessed including a risk of bias. Heterogeneity in designs of studies prevented pooling of data, so qualitative analysis was undertaken. Results: Eighteen studies were retrieved and assessed; the overall quality of evidence was moderate to high. Eight were prospective cross-sectional studies comparing upper limb sensorimotor task performance and ten were case series involving a healthy cohort only. Clumsiness was defined as a deficit in coordination or impairment of upper limb kinesthesia. All but one of 18 studies found a deterioration in performing upper limb kinesthetic tasks including a healthy cohort where participants were exposed to a natural neck intervention that required the neck to function toward extreme limits. Conclusion: Alterations in neck sensory input occurring as a result of requiring the neck to operate near the end of its functional range in healthy people and in patients with neck pain/injury are associated with reductions in acuity of upper limb kinesthetic sense and deterioration in sensorimotor performance. Understanding the association between the neck and decreased accuracy of upper limb kinesthetic tasks provide pathways for treatment and rehabilitation strategies in managing clumsiness.
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Abstract Introduction: Language development is a complex process that may be considered as an evolutionay trait in human beings; it is possible to undetstand said process by evaluating the contribution of sensory systems and the events that frame critical periods of development. Objective: To conduct a literature on how auditory, visual and proprioceptive information integration occurs in language development, as well as the role of social interaction in this process. Materals and methods: The MeSH terms "Language Development"; "Visual Perception"; "Hearing"; and "Proprioception" were used, limiting the main search to articles written in English, Spanish and Portuguese. The databases consulted were Medline and EMBASE. Results: Auditory information is the first sensory stimulus to consider because, during the first year of life, the infant recognizes and discriminates environmental signals that correspond to language, followed by a peak in its acquisition and, subsequently, by a stage of maximum linguistic discrimination. Visual information allows correlating language with images since it acts as the substrate for the designation and understanding of words, as well as for interpretation and imitation of the emotional component in gesticulation. Proprioceptive information provides feedback on motor performance patterns used in language production. Conclusion: This perspective offers new points of view for treating and managing deviations in language development.
Resumen Introducción. El desarrollo del lenguaje es un proceso complejo considerado como marcador evolutivo del ser humano y puede ser comprendido a partir de la contribución de los sistemas sensoriales y de los eventos que ocurren en periodos críticos del desarrollo. Objetivo. Realizar una revisión de cómo se da la integración de la información auditiva, visual y propioceptiva y cómo se refleja en el desarrollo del lenguaje, destacando el papel de la interacción social como contexto que favorece este proceso. Materiales y métodos. Se utilizaron los términos MeSH "Language Development"; "Visual Perception"; "Hearing"; y "Proprioception en las bases de datos MEDLINE y Embase, limitando la búsqueda principal a artículos escritos en inglés, español y portugués. Resultados. El punto de partida lo constituye la información auditiva, la cual, en el primer año de vida, permite la discriminación de los elementos del ambiente que corresponden al lenguaje; luego un pico en su adquisición y posteriormente una etapa de máxima discriminación lingüística. La información visual proporciona la correspondencia del lenguaje en imágenes, sustrato de nominación y comprensión de palabras, además de la interpretación e imitación del componente emocional en la gesticulación. La información propioceptiva ofrece la retroalimentación de los patrones de ejecución motora empleados en la producción del lenguaje. Conclusión. El estudio del desarrollo lenguaje desde la integración sensorial ofrece nuevas perspectivas para el abordaje e intervención de sus desviaciones.
